Peer- and Self-Assessment - Drawing the Parallels Between Student and Staff Practice Summary

Both teaching and learning should be conceptualized as collaborative rather than competitive activities. This however requires a shift in the mindsets of both teachers and learners. There are obvious tensions inherent in this assertion given that students will ultimately, as graduates compete within the employment market and staff may see themselves competing with their colleagues for rewards, and thus engage more deeply in activities considered to carry the most prestige.

However, if we are to acknowledge the overall shift in emphasis that is occurring at the level of society whereby knowledge is transient and new skills, aptitudes and attitudes are required for economic success, the ability to continually enhance current practice, the skills of reflection and self and peer assessment may well become the new cultural capital.

In the context of tertiary/higher education whether the medium or the format for reflection and enhancement of practice is linked to teaching or to learning, neither students nor staff will be encouraged to engage in these processes if they are not supported and they don't see the 'rewards'. Engagement in peer assessment is highly problematic if students feel that assessment is not their job or that staff are abdicating their responsibilities. A major task is to raise students' awareness of their responsibility for their own learning and to develop their understanding that self and peer assessment procedures are for the purpose of enhancing their learning.

Likewise, academic staff are unlikely to wholeheartedly engage in any developmental form of peer input, evaluation or assessment if they do not feel that teaching is a valued activity and is as likely to count towards the reward system as any other activity.

We have attempted to draw out the parallels between the processes in which we claim we wish to engage our students and to argue that our success may be limited unless we as academic staff ourselves understand, engage in and model these same practices for our students.

اخر الاخبار

اخبار العتبة العباسية المقدسة

قسم الشؤون الفكرية يطلق الدورة السابعة للدراسات الحوزوية الإلكترونية بمشاركة 17 دولة

المجمَع العلمي يختتم دورته التطويرية الخامسة لأساتذة التربية الإسلامية في النجف

وفد العتبتين المقدستين يحضر مجالس عزاء ضحايا حريق الكوت

العتبة العباسية المقدسة تشارك في استعادة مكتبة جامعة الموصل ورئاسة الجامعة واليونيسكو تشيدان بالشراكة معها

المزيد

الآخبار الصحية

أخصائية تكشف خطورة عادة "شائعة" في غسل المناشف

دراسة: بيضة واحدة أسبوعيا قد تقي من الإصابة بـ

على عكس الشائع.. هذا هو العدد المثالي للخطوات اليومية !

شهر التوعية بالساركوما... أطباء يحذرون من "السرطان الصامت"

المزيد

الآخبار التكنلوجية

ذكر أم أنثى؟.. دراسة تنسف الاعتقاد الشائع حول جنس المولود

بحجم برج بيزا.. تحذير من كويكب يقترب من الأرض في هذا الموعد

أقصر يوم في تاريخ البشرية.. الموعد قريب ؟!!

مايكروسوفت تحذر شركات وأجهزة حكومية من هجوم "يوم الصفر"

المزيد

مواضيع ذات صلة

Curriculum influence

A conceptual framework for the A/ Deans learning and teaching role

The role of the Assistant Dean, learning & teaching

An Assistant Dean, Learning and Teachings Role in Quality Assuring Assessment

Institutionalizing a General Education Program Review Process: Outcomes Assessment Next steps

GE Program evaluation

Discussion Review process

Rubric design and implementation of the review process

Institutionalizing a General Education Program Review Process: Outcomes Assessment Background

Institutionalizing a General Education Program Review Process: Outcomes Assessment

Learning Outcomes and their Assessment: Putting Open University Pedagogical Practices under the Microscope Conclusions

Findings and discussion